Questões de Concurso
Comentadas sobre palavras conectivas | connective words em inglês
Foram encontradas 437 questões
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541308
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
Contextual clues such as definitions, examples,
modifiers, relocation, parallel structures,
connectors, and the repetition of keywords play a
vital role in enhancing the flow and clarity of
academic texts. In the Text V, the term 'however',
present in the following excerpt, is used as one of
these contextual clues. About it, select the correct
alternative.
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
“An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear (2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).”
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529184
Inglês
Texto associado
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance
of priorities by using an experience he had in a business
class. He stated that a professor stood in front of a group of
students and set a large canning jar in front of them. He filled
it to the top with rocks and asked the students if it was full.
They responded yes. Then he took out a bucket of sand and
filled the jar again, and students watched as the sand poured
inside the spaces between the large rocks. The professor
asked again if the jar was full. This time students hesitated,
and with good reason. The professor proceeded to fill the jar
with a pitcher of water, after which he asked the students to
explain the purpose behind this visual demonstration. After
several incorrect responses, (including something along the
lines of. There is always room for more stuff in your life), the
professor gave his answer, which amounts to this: Unless you
put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing,
of knowing what matters most and what matters least, and
that what matters most must be placed in the first position.
No doubt, this is a very relevant way to analyze your own
ecosystem1
.
As you move forward in developing a lifestyle that
incorporates language learning, you must constantly reflect
on whether or not you have prioritized your tasks well. If you
imagine your ecosystem as the canning jar, and your language
tasks as items that fill up the jar, you can see how making the
right decisions will increase your chances of not only enjoying
the learning process but making it more successful. Always
remember that it is not just “doing a lot of language stuff”
that will bring you success but rather that by putting priorities
in their place, language learning can happen on its own.
Let’s talk about how to prioritize language learning tasks by
using the metaphor of the canning jar itself and discuss two
concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1
A language ecosystem describes a holistic environment that encourages
and extends the learning and application of language beyond the classroom
through a diverse system of tasks and incentives.
In the fragment from the text “As you move forward
in developing a lifestyle that incorporates language
learning”, the word in bold may be replaced with no
change in meaning or structure by:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529155
Inglês
Texto associado
Read the text to answer question:
Information and communication technology (ICT)
ICT uses language to develop and apply technical
computing skills. Learners practise how to find, develop,
analyse and present information, and they learn how to model
situations, solve problems and evaluate their solutions. There
are many opportunities for CLIL ICT teachers to support
their learners’ understanding of key ICT concepts and skills
through the use of physical objects, visuals, demonstrations
and hands-on practice. It is these visual elements of the
subject that makes ICT a good one for learners who are new
to CLIL. However, since ICT lessons may often concentrate
on technical skills or involve learners sitting silently behind
a computer, the challenge for ICT teachers is to create
opportunities for CLIL learners to think for themselves, to
speak and to practise communicating in writing. ICT is ideal
for cross-curricular work: learners can use the content of their subject lessons to carry out ICT tasks in another language. As
they develop ICT knowledge and skills, CLIL learners can be
taught how to think, talk and write like ICT specialists.
(DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and
language teachers. Cambridge: Cambridge University, 2012)
In the following part of the text “However, since ICT
lessons may often concentrate on technical skills…,” the
word in bold
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
Q3529150
Inglês
Texto associado
Read the text to answer question:
CLIL is an approach or method which integrates the
teaching of content from the curriculum with the teaching
of a non-native language. It is increasingly important in our
global, technological society, where knowledge of another
language helps learners to develop skills in their first or home
language and also helps them develop skills to communicate
ideas about science, arts and technology to people around
the world. It gives learners a different learning experience
compared with most foreign language teaching because in
a CLIL classroom, the curricular subject and new language
are taught together. Thinking and learning skills are integrated
too. CLIL can involve many methodologies from both subject
and language teaching, so CLIL presents new challenges for
teachers and learners.
(BENTLEY, Kay. The TKT course CLIL module. Cambridge:
Cambridge University, 2010)
No trecho retirado do texto “It is increasingly important
in our global, technological society, where knowledge of
another language helps learners to develop skills in their
first or home language…”, a palavra, em negrito, pode ser
subtituída, sem alteração de significado ou estrutura, por
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524702
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
In the excerpt from the second paragraph “Thus, CLT has
a lot in common”, the word in bold can be substituted, with
no change in meaning, for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524697
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A discourse marker is a word or phrase that helps
to organize and connect ideas in written or spoken
communication, and has different purposes. The
expression first, in the beginning paragraph, aims at
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524694
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “methods such
as the Silent Way”, the words in bold aim to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524653
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
The sentence from the fifth paragraph “Although the first
computers were developed in the ‘30s, everyday use
computers was introduced in the ‘80s” can be rewritten,
without meaning change, as
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524647
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
In the excerpt “the study proposes that both the
resistance to and the uncritical use of technologies and
methodologies”, there is the use of the paired conjunctions
“both … and”. Indicate the alternative in which the bolded
paired conjunctions are placed appropriately in the
sentence.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524633
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The word “since” is polysemic in English. Choose
the alternative in which it is being used with the same
meaning as in the excerpt “but are not synonymous with
CLIL since there are some fundamental differences”.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524630
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The expression in bold in the excerpt “such as contentbased language teaching” is being used to
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Técnico de Laboratório (Prática em experimentação em biomédicas e trabalho com animais de pesquisas) |
Q3510808
Inglês
Texto associado
Scientists have found that generally the world feels brighter when you wake up.
People start the day in the best frame of mind in the morning, but end in the worst, at about midnight, the findings suggest, with the day of the week and the season also playing a part.
Mental health also tends to be more varied at weekends but steadier during the week, according to the study led by University College London.
“Generally, things do seem better in the morning,” the researchers concluded.
Mental health and wellbeing are dynamic in nature, and subject to change over short and long periods. However, few studies have looked at how they might change over the course of the day.
Scientists wanted to explore whether time of day was associated with variations in mental health, happiness, life satisfaction, sense of life being worthwhile and loneliness.
People in the study answered questionnaires, with questions such as: “In the past week, how happy did you feel?”, “How satisfied have you been with your life?”, and “To what extent have you felt the things you are doing in your life are worthwhile?”
Factors such as age, health conditions and whether people worked were taken into account.
The results showed that happiness, life satisfaction, and worthwhile ratings were all higher on Mondays and Fridays than on Sundays, while happiness was also higher on Tuesdays. There was no evidence that loneliness differed across days of the week.
There was clear evidence of a seasonal influence on mood. Compared with winter, people tended to have lower levels of depressive and anxiety symptoms and loneliness, and higher levels of happiness, and feeling that life was worthwhile in the three other seasons.
Mental health was best in the summer across all outcomes. But the season didn’t affect the associations observed across the day, however.
This was an observational study, so it cannot establish cause.
The Guardian.com. February 5, 2025. Adaptado.
No trecho “Factors such as age, health conditions and whether
people worked were taken into account” (8º parágrafo), o
termo "whether" indica
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Técnico de Laboratório (Prática em experimentação em biomédicas e trabalho com animais de pesquisas) |
Q3510805
Inglês
Texto associado
The idea of time blindness, or difficulty perceiving and
managing time, has spread across social media. While there is
no diagnosis for it, some people explain that, despite their best
efforts, they frequently lose track of time, underestimate or
overestimate how long tasks will take, show up late, and miss
deadlines.
Time blindness is a psychological phenomenon that nearly
everyone experiences from time to time, said Michael Manos,
at the Cleveland Clinic.
“Who doesn’t get completely occupied with a hobby or a
conversation they’re having with somebody, or some kind of
activity that is so interesting that it occupies attention, and it
takes attention away from other things that might be pressing?”
he said.
Not all experts agree, but some suggest that it could be a
limitation for some people.
Renae Beaumont, an associate professor of psychology in
clinical psychiatry, said time blindness and flow, a state of
intense focus in an activity that is engaging, enjoyable and
temporarily distracts from the passage of time, are different
phenomena.
“Flow is typically associated with positive emotions when
you’re doing something you enjoy, and you are able to shift to
a different task when you need to. Time blindness involves
getting stuck, losing track of time and typically having trouble
transitioning to a different task,” she said.
There is no clear consensus, but some researchers
consider time blindness to be an impairment in temporal
perception, or the way the brain experiences time.
Certain strategies may help people who struggle with time
perception and management, experts said.
Use digital reminders including alarms, timers and
calendars to keep track of appointments, dates and deadlines.
Washington Post. February 5, 2025. Adaptado.
No trecho "While there is no diagnosis for it, some people
explain that..." (1º parágrafo), o termo "While" pode ser
substituído, sem prejuízo de sentido, por
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502703
Inglês
Choose the sentence that presents correctly the sequential
discourse marker.
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482505
Inglês
Texto associado
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the excerpt “Indeed, the first grammar of English,
Bullokar’s Pamphlet for Grammar (1586), is said to
have been written to demonstrate that the English
language was in fact rule-based and could be
analysed in the same way as Latin” (from paragraph
3), the underlined word (“Indeed”) can be correctly
classified as:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482500
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “The Othering of teachers who are
labeled “non-native speakers” therefore results in a
cultural disbelief” (3rd paragraph), the underlined
word (“therefore”) can be CORRECTLY classified
as:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464007
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
In the excerpt from the first paragraph “Thus, as there
is no equivalent in English for the ‘click’ used by Xhosa
speakers, English speakers find it difficult to produce”, the
word in bold introduces a
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456348
Inglês
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Leia o texto para responder à questão.
One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
No trecho do segundo parágrafo “Albert Marckwardt
(1972) saw these “changing winds and shifting sands”
as a cyclical pattern where a new paradigm of teaching
methodology emerged”, a palavra destacada em negrito
pode ser corretamente substituída por
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439624
Inglês
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Leia o texto a seguir para responder à próxima questão.
Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments. However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here. The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign
Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
O conectivo em negrito no trecho retirado do texto “Because the
culture of any community has many facets and manifestations”
pode ser substituído, sem alteração de significado ou estrutura
da frase, por
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412597
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
In the sentence “However, some adults who first
experienced a foreign language at school in the past
did not have much success with it” (2nd paragraph), the
word “However” can be correctly classified as:
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